Lesson Plan #3
Title: Unpacking the Unit Embedded Assessment
Grade Level(s): 7
Subject(s): Language Arts
Overarching Objectives:
Students learn to read the text closely and extend their thinking beyond the concrete details
Students learn to identify Jennings’s character traits and the challenges he faces by interpreting the book
Students learn to understand what an expository essay is
Students learn to understand and be familiar with the prompt and rubric of the unit embedded assessment
Content Objectives:
Reading 2.3 Students expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary text.
Communication2, 3: Students use communication skills/strategies to work with or talk with each other – in forms of group discussion and whole-class discussion
Writing 2: Students write for different purposes and styles. In this case, preparing for writing an expository essay
Social and Affective Objectives:
All students face challenges in their lives, whether academically or socially. The main character Jennings in the book, musters up great courage to overcome them. By writing an expository essay on this subject, student can relate to the challenges they face in life and make wiser choices
Higher Order Thinking Skills Objectives:
Students are familiar with narrative writing, and this time, they will be introduced to expository writing – to explain their ideas, to inform the readers, to make connections, to cite examples and to extend their thinking beyond the concrete details
Learning Activities
Materials and Resources:
Smartboard
Wordly Wise book
PPT file of prompt of final assessment
Handouts of prompt and rubric of unit embedded assessment
They Cage the Animals at Night
Directions/Procedures (including transitions and scaffolding):
Teacher Does/Says…
Student Does…
Time Frames…
1. Teacher prepares the beginning, greeting the students. She reminds the students to look at the whiteboard to see the content of the lesson, the objectives of the lesson, and record down homework.
Students take out planners and record homework in them.
2 mins
2. Teacher gives students time to work on Wordly Wise individually. Then she checks answer with students.
Student work on WW.
10 mins
3. (Transition): “This exercise assesses your vocabulary. And the dialectical journals we’ve kept so far assess the reading skills. We’ve been kept the journals about Jennings’s character traits, and it’s preparing for the unit embedded assessment. It is an assessment for your writing skills. Now let’s look at a brief description of the prompt.”
Students listen with intent and look at the PPT file about the prompt.
3 mins
4. Teacher uses the PPT file to explain about what an expository essay is.
(refer to the materials attached)
Students listen with intent.
5 mins
5. She distributes the unit embedded assessment prompt and rubric sheet. She asks students to brainstorm about challenges and character traits.
- Possible challenges: poverty, loneliness, unstable family, lack of care, love and friendship
She asks each student to list a character trait and she writes down on the whiteboard. Then she asks students to vote to keep the essential ones.
- Ask students to volunteer to speak about the connection between the challenges and character traits.
Students raise their hands to contribute ideas. They write down at least five character traits and challenges.
15 mins
6. Teacher explains the rubrics and asks students to highlight the four areas of being assessed – focus/ideas, organization, effective language and convention.
Students listen with intent and highlight the important parts in the rubric.
5 mins
7. Allow students some time to work on the first draft.
Independent work time for students.
8 mins
8. Teacher reminds students of homework, and that Wednesday is the due date for Sunday’s Child article.
discussion
For those who are less capable, they will need the brainstorming process and write down what others say to help them in the final essay
As always, directions are given orally and visually
Wait time for students to answer questions
Culturally Responsive Teaching and Anti-oppressive Pedagogy:
Learning activity supports students’ different cultural and economic backgrounds. The tasks are multidimensional and builds understanding for students from different cultural backgrounds
Closure:
Reminding them of the homework – first draft due two days later
Assessment
Prior Knowledge:
When students list challenges and character traits, teacher assesses their prior knowledge on some literary terms
Teacher assesses students’ prior knowledge on expository essay by asking questions
Classroom Routines:
Listening to the other students with respect during class
Teacher-students interaction and response
Formative Checks:
Informal observational assessment: using a call roster on the clipboard to record participation points when students answer the questions
Summative Assessment:
The unit embedded assessment serves both as summative and formative assessments
Summative Assessment Criteria:
Students learn to use the textual details to support their ideas about the character and actions of the main character (Objective 1)
Students learn to comprehend and interpret the text and express their ideas clearly (Objective 3)
Formative Assessment:
Feedback on students’ work
Adaptations and Differentiations:
For the benefit of ELL students and students who need directions repeated, paraphrasing will be used to review directions and to check for students’ understanding
For the IEP students, directions will be delivered more clearly to them. Teacher checks their understanding individually from time to time. And teacher will ask them if they need extension
Depending on the students’ energy level and willingness to participate, teacher can adjust time for the discussion of challenges and character traits. She can ask students to come up front to record the answer.
Some independent working time is reserved and can be adjusted as needed
Students wait to be dismissed.
2 mins
Adjustments For Diverse Learners
For the advanced learners they can relate more to the higher standards in the rubric. And they can contribute more to the character traits